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puisi_bebas

VIEWS: 132 PAGES: 2

									                                                                                                                 Pratitisari 1


                                            Puisi Bebas (Free verse)
                                               Kriteria A, B & C
Name:

Criterion A: Content
This criterion refers to the student’s ability to demonstrate: an awareness of the function of language A through
critical and creative writing: an understanding of the works studied: and an effective response to literature.
  Level of
achievement

     0         The student does not reach a standard described by any of the descriptors given below.
    1-2        The student demonstrates very limited understanding of the topic or theme. The work lacks detail,
               development and support. Creative pieces do not reflect imagination and sensitivity. The student’s response to
               literature demonstrates little or no awareness of the author’s intention or techniques.
    3-4        The student demonstrates a limited understanding of the relevant aspects of the topic or theme. The work
               displays insufficient detail, development, and support. Creative pieces reflect limited imagination and
               sensitivity. The student’s response to literature sometimes demonstrates an awareness of the author’s
               intention and techniques.
    5-6        The student demonstrates a sufficient understanding of the relevant aspects of the topic or theme. The work
               displays adequate detail, development and support. Creativity pieces reflect a degree of imagination and
               sensitivity. The student’s response to literature demonstrates an awareness of the author’s intention and
               techniques.
    7-8        The student demonstrates a good understanding of the relevant aspects of the topic or theme. His work
               displays substantial detail, development and support. Creative pieces reflect substantial imagination and
               sensitivity. The student’s response to literature demonstrates a good appreciation of the author’s intention and
               technique.
    9-10       The student demonstrates a perceptive understanding of the relevant aspects of the topic or theme. The work
               consistently displays illustrative detail, development, and support. Creative pieces reflect a high degree of
               imagination and sensitivity. The student’s response to literature demonstrates a sophisticated analysis of the
               author’s intention and techniques.

Criterion B: Organization
This criterion covers the student’s ability to express ideas with clarity and coherence; structure arguments in a
sustained and logical fashion; and support these arguments with relevant examples.
  Level of
Achievement

     0         The student does not reach a standard described by any of the descriptors given below.
    1-2        The student’s work is generally disorganized and confused. And arguments are not presented in a logical
               manner. Paragraph structure and transitions are very weak. When such devices are required, no attention is
               paid to critical apparatus.
    3-4        The student’s work shows the beginnings of organization, but lacks significant logical order. Paragraphs and
               transitions are weak. When such devices are required, little attention is paid to critical apparatus.
    5-6        The student’s work is basically organized, clear and coherent, and arguments are presented in a logical
               manner. Paragraph structure and transitions are apparent. When such devices are required, some attention is
               paid to critical apparatus.
    7-8        The student’s work is usually well organized, clear and coherent and arguments are presented in a thoughtful,
               logical manner. Paragraph structure and transitions help to develop the ideas. When such devices are required,
               sufficient attention is paid to critical apparatus.
    9-10       The student’s work is consistently well organized, clear and coherent, and arguments are presented in a
               perceptive and persuasive manner. Paragraph structure and transitions effectively develop and substantiate
               the ideas being expressed. When such devices are required, critical convention and apparatus are used in a
               sophisticated manner.


Criterion C: Style and Language Use
This criterion refers to the student’s ability to use language for a variety of purposes, including description, analysis,
and persuasion. Appropriate register and language should be chosen, according to intention and audience.
  Level of
Achievement
                                                                                                         Pratitisari 2



    0      The student does not reach a standard described by any of the descriptors given below.
   1-2     The student’s use of vocabulary is often inappropriate and limited. Very frequent errors in spelling,
           pronunciation, punctuation and syntax persistently hinder communication. Little attempt has been made to
           use a register suitable to the intention and audience.
   3-4     The student’s use of vocabulary is sometimes inappropriate and somewhat varied. Regular errors in spelling,
           pronunciation, punctuation and syntax hinder communication. The student attempts to use a register suitable
           to intention and audience.
   5-6     The student’s use of vocabulary is usually appropriate and generally varied. Some errors in spelling,
           pronunciation, punctuation and syntax sometimes hinder communication. The student often uses a register
           suitable to intention and audience.
   7-8     The student’s use of vocabulary is appropriate and varied. Occasional errors in spelling, pronunciation and
           syntax rarely hinder communication. The student consistently uses a register suitable to intention and
           audience.
   9-10    The student’s use of vocabulary is always appropriate and greatly varied with very infrequent errors in
           spelling, pronunciation, punctuation and syntax. The student has mastered the use of a register suitable to
           intention and audience.



Tidak terikat oleh aturan bentuk seperti, rima, jumlah baris, jumlah bait dan sebagainya.
Walaupun begitu puisi bebas masih tetap menggunakan majas untuk menyampaikan pesan dan
demi keindahan.

Bagian I
Buatlah Puisi Bebas dengan ketentuan sebagai berikut
Puisi:
    Gunakan gaya bahasa minimal 3 dan berbeda
    Minimal terdiri dari 8 baris
    Tema bebas
    Puisi harus bermakna kias, contoh: Puisi yang terlihat seperti menulis surat kepada
       kekasih, padahal sebenarnya si penulis sedang berbicara dengan Tuhan

Bagian II
Tujuan Penulisan (minimal 400 kata)
    Jelaskan latar belakang pembuatan puisi tersebut (boleh pengalaman hidup)
    Jelaskan makna puisi, ini bisa dilakukan dengan membahas makna setiap diksi, baris
      maupun bait.
    Sebutkan dan jelaskan tujuan penggunaan gaya bahasa yang dipakai

								
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